Upcoming Webinars

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Recorded presentations available for download

5 Essential Webinars for Admissions Professionals

Five one-hour webinars on key admissions topics bundled for economical professional development. From the Fisher ruling to reverse transfer to reaching key demographics like first generation and adult college students, Inside Higher Ed presents the experts that admissions professionals need to hear from.

This low-cost package includes five well-reviewed webinars from top experts in the field:

Race, Class, and the Fisher Ruling -- Matthew N. Gaertner of Pearson's Center for College and Career Success, and Melissa Hart, professor of law and director of the Byron R. White Center at the University of Colorado at Boulder on the implications of a new study of class-based affirmative action.

Jobs and College: What Really Matters -- Anthony P. Carnevale, Director and Research Professor of the Georgetown University Center on Education and the Workforce, on various studies by the Center, and what the data mean for admissions, academic advising and curricular planning.

Reaching First Generation College Students -- The authors of "First Generation College Students: Understanding and Improving the Experience From Recruitment to Commencement" (Jossey-Bass) discuss a range of the issues colleges need to know about first generation students.

Making Reverse Transfer Work -- Janet Marling, executive director of the National Institute for the Study of Transfer Students at the University of North Texas (and a clinical assistant professor at the university), on creating successful reverse transfer programs.

Attracting and Graduating More Adult Students -- Pamela Tate, the president of the Council for Adult and Experiential Learning, and Cathy Brigham, director of academic programs for LearningCounts.org., explore how colleges can recruit older students and make them welcome on their campuses.

Each webinar includes a one-hour video, accompanying slide deck and a full transcript.

Social media have become powerful tools for recruitment, retention, promotion, and engagement. In higher education, students often give back to their academic colleges and/or favorite collegiate sports team. Student affairs practitioners play a major role in the success of today's student. And alumni donations are essential for the future of student affairs divisions. Social media can be highly effective in generating connections with students that thrive long after a student has graduated.

On Wednesday, December 5 at 2 p.m. Eastern, Inside Higher Ed presented a one-hour webinar with Eric Stoller, Inside Higher Ed's Student Affairs and Technology blogger, who presented a strategic plan for how you can use social media for your student affairs development efforts.

This program is ideal for officials in:

--Student affairs

--Development

--Communications

--Social media

ABOUT THE PRESENTER:

Eric Stoller is a higher education thought-leader, consultant, writer, and speaker. He frequently gives keynotes on how administrators can use social media strategically and is a proponent for teaching
students about digital identity development. With a background in student affairs, academic advising, wellness, technology, and communications, Eric focuses his energies on educating clients and captivating audiences. As the Student Affairs and Technology blogger for Inside Higher Ed, Eric generates conversations, answers questions, and provides insight about a variety of "tech topics." Eric can be found online at http://ericstoller.com/ and tweeting at http://twitter.com/ericstoller/.

Academic Program Review – Touching the Third Rail of Higher Education Finance

Academic Program Review -- Touching the Third Rail of Higher Education Finance, a one-hour Inside Higher Ed webinar featuring Richard Staisloff, founder and principal of rpkGROUP, on how to carry out program reviews fairly and effectively. Originally presented October 17, 2012.

With budgets tight at most institutions, and demands for accountability rising, more and more institutions are thinking about academic program review. But conducting reviews is easier said than done. Who decides the criteria to be used? How is success judged? How can reviews be done in ways that have credibility? And how can reviews be seen as a tool to help a campus strategically connect resources and mission, not just as a way to pick programs to eliminate.

Inside Higher Ed presents a webinar featuring Richard Staisloff, founder and principal of rpkGROUP, a consulting firm supporting colleges, universities and other nonprofit groups. Mr. Staisloff has advised numerous colleges and universities on how to carry out program reviews fairly and effectively. The presentation covers such topics as:

How to tell whether your institution could benefit from program reviews.

How program reviews differ from the analyses conducted by accrediting and licensure organizations.

How to set up program reviews.

How to measure both quality and financial issues associated with programs.

How to create a change agenda that moves the institution from cutting to strategic reallocation.

How to chart a course to act on program reviews.

How to assure the findings will have support on campus.

The program is ideal for The program is ideal for:

Provosts

Senior administrators

Academic affairs

Financial affairs

Deans

Department chairs

THE SPEAKER: Richard Staisloff is a founder and principal of rpkGROUP, a consulting firm supporting colleges, universities and other nonprofit groups. He has worked closely with groups such as the Association of Governing Boards, the National Association of College and University Business Officers, the Council and Independent Colleges, the Delta Cost Project and others. He has also held senior positions at colleges, such as Notre Dame University of Maryland, Shepherd University and Carroll Community College. Most recently, Staisloff joined AchieveIT as vice president for education. AchieveIT provides planning and business execution software to the health care and higher education industries.

Inside Higher Ed presents a webinar featuring Andrew Koch, executive vice president of the John N. Gardner Institute for Excellence in Undergraduate Education, and Matt Pistilli, a research scientist in information technology at Purdue University, exploring the combination of two important strategies in college completion: how to use analytics to improve student completion and student learning in gateway courses.

One part of the ‘completion agenda” has been to encourage colleges to use analytics to improve their success rates at moving students toward graduation. Another part has been to draw attention to “gateway courses,” those that launch students on majors or programs of study, and the way many of these courses have high drop-out rates and have the impact of shutting rather than opening doors for students. On Thursday, September 27 at 2 p.m. Eastern, Inside Higher Ed presented a webinar featuring Andrew Koch, executive vice president of the John N. Gardner Institute for Excellence in Undergraduate Education, and Matt Pistilli, a research scientist in information technology at Purdue University, exploring the combination of these two efforts: how to use analytics to improve student completion and student learning in gateway courses.

The presentation covered:

The major concerns about gateway courses.

How to tell if your college’s gateway courses are working or have problems that need addressing.

The kinds of data you should be collecting about gateway courses.

The kinds of reforms that – depending on what you learn about your gateway courses – may be appropriate.

How to track success with these reforms.

This webinar is ideal for:

Academic affairs

Deans

Department chairs

Student affairs

Student success

Institutional research

Information and learning technology

Professors who teach gateway courses

Teaching assistants for such courses

About the presenters:

Andrew Koch is executive vice president of the John N. Gardner Institute for Excellence in Undergraduate Education. Formerly he was vice president for new strategy at the institute, and prior to that he held a number of student success positions at Purdue University, Hofstra University, and the University of Richmond.

Matt Pistilli is a research scientist for academic technologies at Purdue University. For the past 13 years, he has worked in various positions at Purdue focused on student success programming, and most recently has worked to better understand the intersection of technology and student success.

Employee evaluations challenge many managers – and those in higher education regularly worry about how to give appropriate guidance to all employees, building careers where possible and addressing problems that come up. Poorly done reviews can hurt morale, create legal problems and leave problems unresolved.

Get help with this Inside Higher Ed audio conference on how college and university managers can successfully evaluate the faculty and staff members who work for them. Kathleen Rinehart, our presenter, is a national expert on these issues, speaking at conferences regularly on the topic and advising colleges on how to do evaluations. Her presentation – which applies both to faculty and non-faculty hiring – covers such topics as:

Preparation essentials.

Effective documentation and integration of information all along the decision chain.

Effective communication of concerns on a demographically diverse campus.

What to do if a performance improvement plan is necessary.

What to do if some form of discipline is warranted.

The program is ideal for:

Human resources administrators

Division managers

Department chairs

Legal affairs

Academic administrators

About the presenter:

Kathleen A. Rinehart is general counsel at Saint Xavier University, in Chicago. Previously, she had an education-focused law practice with numerous college clients. She is a regular presenter on these issues at meetings such as National Association of College and University Attorneys and the Council of Independent Colleges. She is also a principal in Conflict Consultants Network, which provides dispute resolution and academic consulting services to colleges and universities.

Kathleen A. Rinehart, general counsel at Saint Xavier University and a principal at Conflict Consultants Network, provides guidance on the development of effective tools to improve the hiring process and ensure legal compliance.

All colleges continue to hire – even in tight financial times. And, with every hire, colleges must work to ensure they have used best practices not only to create the most optimal candidate pools, but also to protect themselves from legal vulnerabilities.

On Tuesday, January 24, at 1 p.m. Eastern, Inside Higher Ed presented an audio conference with advice about how institutions can develop effective tools to improve the hiring process and ensure legal compliance. The presenter, Kathleen Rinehart, speaks regularly at national and regional conferences on this topic.

Her presentation – which applies both to faculty and non-faculty hiring – will covered such topics as:

How to ensure consistent practices throughout an institution, and the role of centralized policies.

How to create effective job listings and job descriptions.

How to create search committees and ensure their use of best practices in deliberations, communications and decision-making.

How to be sure the right interview questions are asked (and illegal or inappropriate questions are not).

How to communicate with candidates – both those you want to hire and those you don’t.

The program will be ideal for:

Human resources

Academic administration

Provosts and deans

Department chairs

Search committee members

About the presenter:

Kathleen A. Rinehart currently serves as general counsel at Saint Xavier University, in Chicago. Previously, she had an education law-focused private practice with numerous college and university clients. She is a regular presenter on these issues at meetings such as National Association of College and University Attorneys (NACUA) and the Council of Independent Colleges. She has served as a member of the NACUA Board of Directors and is a principal in Conflict Consultants Network, which provides dispute resolution and academic consulting services to colleges and universities.

Colleges and universities continue to face scrutiny over how they handle sexual assault allegations. The legal environment may be changing, and institutions have faced criticisms both from those who say they have been assaulted, from those accused, and from local police forces.

Scott A. Roberts, a Boston-based lawyer who has advised many colleges on these issues, provides an overview on such topics as:

--The implications of a recent Education Department Office for Civil Rights letter to campuses on how they should review and revise their policies.

--The significance of “burden of proof” standards.

--The decision of whether to involve local police.

--The recent Justice Department inquiry into the handling of allegations involving the University of Montana, and the impact that case could have on other colleges.

--Common mistakes that colleges make – and ways to avoid them.

The webinar will featured a 30-minute presentation and a 30-minute question period.

This webinar is ideal for campus officials in:

--Student affairs

--Judicial affairs

--Legal affairs

--Public affairs

You will receive a link to the presentation video which can be viewed via your browser or downloaded. A link to the PDF of the presentation slides is also included. You may share the links on your own campus, but not with other institutions.

THE PRESENTER: Scott A. Roberts is co-managing partner of Hirsch Roberts Weinstein LLP, in Boston, and is a member of the National Association of College and University Attorneys. His practice focuses on college and university law, and he argues cases in both state and federal courts. He is also a member of the College & University Law Section of the Boston Bar Association.

Many colleges and universities are stepping up efforts to encourage students to study abroad. But this increased interest raises numerous health and safety issues. On Thursday, May 23, at 2 p.m. Eastern, Inside Higher Ed presented Education Abroad: Best Practices in Health and Safety, a webinar with Stacey R. Bolton Tsantir, the chair of the Health and Safety Subcommittee of NAFSA: Association of International Educators, who explored those issues – providing a broad overview of best practices for colleges, including those based on the Interassociational Good Practices and the Forum on Education Abroad Standards.

The webinar featured the kinds of questions colleges need to ask to develop good policies so they can continue to encourage study abroad. Among the topics covered:

Setting up programs and selecting affiliates/programs you will promote

About the presenter: Stacey R. Bolton Tsantir is the chair of the Health and Safety Subcommittee of NAFSA: Association of International Educators. In 2008, she became the University of Minnesota’s first fill-time international health, safety, and compliance professional. She manages the university’s international policies, emergency planning and response, international medical and security insurance, and international travel committee.

The tragedy in Newtown, Connecticut, has once again focused attention on the danger of shootings in educational environments. Many colleges and universities struggle to come up with policies about weapons on campus – seeking to promote safety for students and employees while also being fair to registered gun owners.

THE PRESENTER: Ann Franke is president and founder of Wise Results, LLC , through which she consults nationally with colleges and universities on issues ranging from student injury and risk assessment to academic freedom. She founded Wise Results in 2005 after holding senior management positions with United Educators Insurance and the American Association of University Professors. She is a fellow of the National Association of College and University Attorneys. In 2011 she received the national Facilitator Award from the Institute for Higher Education Law and Policy, Stetson University College of Law, for her contributions to campus risk management and student life. Download Ann's paper, Elements of a Campus Weapons Policy, by clicking here.

An Inside Higher Ed webinar with Brent E. Betit, senior vice president of Landmark College and Manju Banerjee, director of the Landmark College Institute for Research and Training, national experts on best practices for serving postsecondary students with learning disabilities. Presented June 17, 2013.

More and more students with learning disabilities are arriving at all kinds of colleges, and these students’ needs raise education and legal issues for educators. On Monday, June 17 at 2 p.m. Eastern, Inside Higher Ed presented a webinar with Brent E. Betit, senior vice president of Landmark College (an institution founded in 1984 specifically to serve students with learning disabilities) and Dr. Manju Banerjee, vice president and director of the Landmark College Institute for Research and Training, national experts on best practices for serving these students. They discussed:

--Identifying and certifying students as having a learning disability.

--Legal issues for colleges when a student requests an accommodation.

--What to do about students who may need an accommodation but are hesitant to request one.

--Typical academic accommodations.

--Adopting “universal design” to make courses more accessible to all students.

Brent E. Betit is senior vice president of Landmark College, founded in 1984 specifically to serve students with learning disabilities. The college now enrolls students with learning differences ranging from dyslexia to attention deficit hyperactivity disorder to autism spectrum disorder. As a founding staff member of the college, he has held numerous executive positions in every key division of the college. Among his previous positions was serving as executive director of the Landmark College Institute for Research and Training, which disseminates findings and best practices for serving students with learning disabilities, including practical strategies that can be used in traditional classrooms. Betit earned an Ed.D. in educational leadership and change from the Fielding Graduate Institute and a B.A. in English language and literature from Dartmouth College.

Manju Banerjee, Ph.D. is the Vice President and Director of the Landmark College Institute for Research and Training. Dr. Banerjee brings over 28 years of experience in the field of learning disabilities and Attention Deficit Hyperactivity Disorder. From 2008-2012, she was the Co-Principal Investigator of a 1.03 million federal grant investigating the application of principles of Universal Design to online and blended courses. During her professional tenure she has served as a researcher, faculty member, and disability service provider. Dr. Banerjee has published and presented extensively, both nationally and internationally on topics including disability documentation, technological competencies for postsecondary transition, and Universal Design. She is on the editorial board for the Journal of Postsecondary Education Disability.

An Inside Higher Ed webinar featuring Patricia Lynott -- provost and senior vice president for academic affairs at Southern New Hampshire University, an institution that is among the pioneers in competency-based education -- on how competency-based education could change many institutions, and not just those that build entire programs around it.

The traditional model of higher education is built on courses and credits and requirements tied to calendars and, ultimately, to “seat time,” or time in class. Increasingly though, policy-makers are calling for colleges to embrace competency-based education, in which students are awarded credit based on demonstration of knowledge and skills, not seat time. Some institutions have embraced the model and the Obama administration has encouraged more experimentation.

This webinar – led by Patricia Lynott, an expert whose institution is a leader in the field – discusses how competency-based education could change many institutions, and not just those that build entire programs around it.

The webinar covers:

What competency-based education is, and how it works.

Why competency-based education is attracting more interest now, from policy-makers and potential students.

How colleges that are organized on traditional methods of awarding credit can explore competency-based offerings and get them off the ground.

The webinar is ideal for:

Senior campus leaders

Academic affairs

Deans and department chairs

ABOUT THE PRESENTER:

Patricia Lynott is provost and senior vice president for academic affairs at Southern New Hampshire University, an institution that is among the pioneers in competency-based education. Previously, she was a professor and dean at Elmhurst College. She is also president of the board of Alpha Sigma Lambda, the national honor society for adult students.

Many students, would-be students and parents are nervous about the ability of new college graduates to find good jobs. Stories abound of graduates moving back in with Mom and Dad, or finding jobs as baristas. Some question the value of earning a college degree. And some politicians are questioning the value of college programs that are not directly related to jobs.

On Thursday, April 18 at 2 p.m. Eastern, Inside Higher Ed presented a webinar with Anthony P. Carnevale, Director and Research Professor of the Georgetown University Center on Education and the Workforce, who discussed the data from various studies by the Center, and what the data mean for admissions, academic advising and curricular planning. Generally, the studies have found that there are meaningful differences in salaries earned by those who studied different topics in college, and that there are strong economic benefits to earning degrees in certificates, even in the economic downturn of the past few years.

Among the topics covered:

--What the data say about the value of degrees and certificates.

--What the data say about income variation by field of study.

--How to talk to students (both high school and college students) about what the data mean, and how they can help inform choices about college.

--How colleges can make use of this data in admissions marketing, academic affairs, academic advising and student services.

ABOUT THE PRESENTER: Anthony P. Carnevale is the Director and Research Professor of the Georgetown University Center on Education and the Workforce. Between 1996 and 2006, Carnevale served as vice president for public leadership at the Educational Testing Service. While at ETS, Carnevale was appointed by President George W. Bush to serve on the White House Commission on Technology and Adult Education. Before joining ETS, Carnevale was director of human resource and employment studies at the Committee for Economic Development (CED), the nation's oldest business-sponsored policy research organization. While at CED, Carnevale was appointed by President Clinton to chair the National Commission on Employment Policy.

Inside Higher Ed presents a one-hour webinar with Janet Marling, executive director of the National Institute for the Study of Transfer Students at the University of North Texas (and a clinical assistant professor at the university), on creating successful reverse transfer programs.

“Reverse transfer” is an increasingly popular process that is helping students, community colleges and four-year institutions. The term refers to a range of processes under which students who have transferred to a four-year institution without receiving an associate degree are awarded one retroactively, either by the community colleges where they started out or the four-year institutions where they end up. The students get an extra degree (which, for some who drop out of four-year institutions, can end up being their only degree). The colleges get much more of a sense of how students progress – and community colleges are able to document how they help students who don’t graduate from their institutions. While these programs are receiving much praise, they aren’t always easy to set up.

This webinar will feature a national transfer expert, Janet Marling, who will explain:

--The problems in transfer (both at the community college and four-year levels) that reverse transfer solves.

--How reverse transfer works.

--How the programs are set up, and the respective roles of community colleges and four-year institutions.

--How to identify students who would benefit and how to promote the programs to students.

--How to measure the success of programs.

This webinar will feature a 30-minute presentation and a 30-minute question period.

The program is designed for those at community colleges and at public and private four-year institutions and is ideal for:

--Admissions

--Enrollment management

--Academic affairs

--Student affairs

--Articulation experts

There is no conference call needed to participate in this webinar - sound will be via the speakers on your computer. Please note that while you may gather as many people as you like to watch the webinar on a single computer, your registration will only provide a single use-login.

The Presenter: Janet Marling is executive director of the National Institute for the Study of Transfer Students, at the University of North Texas. She is also a clinical assistant professor at the university.

College students, like others who live in close quarters, have always faced the risk of meningitis. This fall, outbreaks at Princeton University and the University of California at Santa Barbara have scared students, parents and officials at the universities involved and elsewhere.

On Tuesday, January 21 at 3 p.m. Eastern, Inside Higher Ed presents Meningitis on Campus: Getting Students Vaccinated, a webinar with Lynn Bozof, president of the National Meningitis Association. Ms. Bozof will explore policies and plans colleges should have in place to prevent a meningitis outbreak, and will focus on how to convince students and parents of the need for students to be vaccinated. The presentation will cover:

A brief overview of meningitis and why college students are vulnerable.

The history of how colleges have tried to prevent the diseases.

Approaches to educating students and parents on the importance of vaccinations.

The webinar will consist of a 30-minute presentation and a 30-minute question period. There is no conference call required for this event – the entire presentation, including audio, is delivered via the web. You may gather as many colleagues as you like to view the webinar via one monitor, but only one login per registration will be allowed. PLEASE NOTE: You’ll need Adobe Flash Player version 11.2 or newer to view this webinar. This event will be captioned for the deaf and hard of hearing by Caption Access.

THE PRESENTER: Lynn Bozof is president of the National Meningitis Association, which promotes education and prevention about meningitis. Her 20-year-old son, Evan, died on April 20, 1998, after a 26-day battle with meningococcal disease. At the time, he was a college student.

Massive open online courses (MOOCs) have become the talk of academe, with many colleges and universities debating whether they should start them or join one of the consortia offering the courses. But what of colleges that don’t plan to offer their own MOOCs? Are there ways they can use MOOCs or MOOC-like approaches to enhance their curriculum in ways that are consistent with their institutional missions?

On January 22 at 2 p.m. Eastern Inside Higher Ed presented MOOCs for the Rest of Us, a webinar focused on how colleges can consider these issues. Two experts from the National Institute for Technology in Liberal Education lad a discussion of:

How to determine the role of online education at institutions of differing missions and finances.

Why MOOC ideas can be applied to offerings that are not massive or open.

Examples of programs that apply MOOC-like approaches for liberal arts colleges, regional state universities or other kinds of institutions.

How to set up new online collaborative programs with other institutions.

How to engage faculty members in the planning and execution of these ideas.

This webinar is ideal for:

Senior administrators

Academic affairs

Enrollment management

Deans

Distance education and academic computing

The Presenters:

W. Joseph King is executive director of the National Institute for Technology in Liberal Education as well as vice president for innovation at Southwestern University. Previously, he was executive director of Connexions.

Michael Nanfito is associate director of NITLE. He previously served as director of instructional technology at the University of Puget Sound.

An Inside Higher Ed webinar on making college policy when law and technology are out of sync featuring Tracy Mitrano, director of IT policy and the Institute for Internet Culture Policy and Law at Cornell University.

The recent report by the Massachusetts Institute of Technology, in the wake of the Aaron Swartz suicide, noted many areas where issues of law about intellectual property and network security may be inconsistent with the state of technology, or the state of practice by many students and faculty members. The MIT report examined how that university might better respond to these issues, and our presentation for September explored how the issues faced by MIT are actually issues facing every college and university. This webinar – by Tracy Mitrano, a national expert in the field -- covered:

The current state of the law – including copyright, computer fraud and abuse, and the Electronic Communications Privacy Act.

Key areas where the law and technology are out of sync and the implications of this for higher education. Areas include the Fourth Amendment, government electronic surveillance laws, intellectual property and network security.

Activities of students and faculty members – both the super tech savvy and the more typical person on a campus – that are affected by the state of the law.

The kinds of policies colleges need to protect themselves, their students and their professors, and how to develop those policies.

The webinar is ideal for higher education officials in:

Higher education leaders

Information technology

Legal affairs

Academic affairs

Student affairs

ABOUT THE PRESENTER

Tracy Mitrano is the director of IT policy and the Institute for Internet Culture Policy and Law at Cornell University. She serves on the boards of the National Institute for Technology in Liberal Education, Teach Privacy, The Cornell Daily Sun, the Tompkins County Broadband Committee, and the Tompkins County Public Library. This year she is senior co-chair of the Hawkins Leadership Roundtable for EDUCAUSE. Her blog “Law, Policy – and IT?” appears on Inside Higher Ed. She has a doctorate in American history and a J.D. degree.

Race, Class, and the Fisher Ruling -- An Inside Higher Ed webinar on the implications of a new study of class-based affirmative action, featuring Matthew N. Gaertner of Pearson's Center for College and Career Success, and Melissa Hart, professor of law and director of the Byron R. White Center at the University of Colorado at Boulder.

Race, Class, and the Fisher Ruling -- The implications of a new study of class-based affirmative action.

An Inside Higher Ed webinar

Presented July 22, 2013

The U.S. Supreme Court in June issued its latest ruling on the consideration of race in admissions decisions. The court found that it was possible that colleges could justify the consideration of race, but required that colleges demonstrate that no race-neutral policy would provide a diverse learning environment for students. The decision has renewed debate about class-based affirmative action, which proponents see as a way to promote diversity without the legal challenges that face race-based affirmative action.

Historically, studies have found that class-based affirmative action does not produce the same level of diversity as does race-based affirmative action. But an experiment at the University of Colorado at Boulder suggests that – under certain circumstances – a class-based approach might yield equal or greater levels of class and racial diversity.

On July 22 at 1 p.m. Eastern, Inside Higher Ed presented a webinar exploring that experiment and its possible implications for higher education. Among the topics discussed:

--How the Colorado experiment was set up.
--Key admissions policies at Colorado that differ from other class-based affirmative action systems.
--Likelihood of college success for the beneficiaries of CU’s class-based admissions policy.
--The impact of Colorado’s admissions policies on campus diversity.
--Possible lessons from Colorado that could be applied elsewhere.
--The broader legal outlook for race-based affirmative action in college admissions.

Matthew N. Gaertner is a research scientist at Pearson's Center for College and Career Success. He started studying the Colorado experiment while completing his doctorate at Boulder. He is the co-author of a new article in Harvard Law and Policy Review about the Colorado program.

Melissa Hart is professor of law and director of the Byron R. White Center at the University of Colorado at Boulder. She is the other co-author of the new journal article on the Colorado program.

The authors of "First Generation College Students: Understanding and Improving the Experience From Recruitment to Commencement" (Jossey-Bass). Lee Ward (director of career and academic planning at James Madison University and founder of the university’s Student Learning Institute), Michael J. Siegel (associate professor and director of the administration of higher education program at Suffolk University) and Zebulun Davenport (vice chancellor for student affairs at Indiana University-Purdue University at Indianapolis) discuss a range of the issues colleges need to know about first generation students.

Educators and politicians nationwide are urging colleges and universities to recruit and graduate a larger share of the population. To do so, many colleges will have to reach more first generation students – those whose parents did not attend college.

This Inside Higher Ed webinar features the authors of "First Generation College Students: Understanding and Improving the Experience From Recruitment to Commencement" (Jossey-Bass). Lee Ward (director of career and academic planning at James Madison University and founder of the university’s Student Learning Institute), Michael J. Siegel (associate professor and director of the administration of higher education program at Suffolk University) and Zebulun Davenport (vice chancellor for student affairs at Indiana University-Purdue University at Indianapolis) discuss a range of the issues colleges need to know about first generation students.

The webinar covers:

--Who are first-generation students?

--What are the challenges in recruiting and admitting these students?

--What is the relationship between first generation status and issues of race, ethnicity and class?

--What services do first generation students need to succeed once enrolled?

--How can colleges create a holistic approach to serving these students?

A new report, “A Crucible Moment,” is the latest to argue that civic education is lacking in the experience of most American college students. Tests of students reveal embarrassing levels of ignorance – and many educators fear that students aren’t interested. The report – from the National Task Force on Civic Learning and Democratic Engagement – argues that civic education is vital, and that colleges have ways to integrate it into all aspects of education – general education, majors and extracurricular life. Beyond learning the facts and ideas of American democracy, the report urges colleges to teach students how to work together on public problems (at the national and local levels). And the report argues that these kinds of experiences will serve students well not just for civics knowledge, but in their careers.

On Wednesday, February 22, at 3:30 p.m. Eastern, Inside Higher Ed will presented an audio conference on the report's implications for colleges and how they can successfully implement civic education programs and practices. Our guest, Caryn McTighe Musil – who played a key role in preparing the report – discussed:

The evidence that civic education is lacking in American colleges and universities.

The impact of this missing part of higher education.

Successful programs that exist today.

How colleges can evaluate opportunities to add civic education to their programs. (The ideas in the report and this presentation will be applicable to all kinds of colleges, public and private, two-year and four-year, liberal arts and professionally oriented.)

The program will also featured perspectives from campus practitioners working to implement civic learning programs and courses on different kinds of campuses.

The program is ideal for:

Academic affairs administrators

Faculty members

Deans

Department chairs

Student affairs professionals

About the presenter:

Caryn McTighe Musil is the Senior Vice President at the Association of American Colleges and Universities. Musil is a former faculty member who also has been an educational consultant and outside evaluator at numerous colleges and universities, with a special interest in faculty and curriculum development. She has served as a reviewer and outside evaluator for the Fund for the Improvement of Postsecondary Education, the National Endowment for the Humanities, and the Ford Foundation.

An Inside Higher Ed webinar on why women leave STEM fields and what departments, colleges and universities can do about it, featuring Joan Williams, Distinguished Professor of Law and the founding director of the Center for WorkLife Law at the University of California Hastings College of the Law.

Women are now well represented in science Ph.D. programs and (in some fields) in junior faculty ranks. But many departments lose women and end up without much diversity on their faculties. On November 4 at 1 p.m. Eastern, Inside Higher Ed presents Retaining Women in STEM Fields -- a webinar featuring Joan C. Williams, Distinguished Professor of Law and the founding director of the Center for WorkLife Law at the University of California Hastings College of the Law. This webinar will explored why women leave and what departments, colleges and universities can do about it.

Professor Williams discussed:

All the ways departments can save money by eliminating a chilly climate for women.

The importance of family friendly policies.

The way the right policies can avoid legal problems – and the wrong policies can leave departments and institutions vulnerable.

The webinar draws on work prepared for the Tools for Change Project, funded by a National Science Foundation grant. Williams is Co-PI on the grant together with Mary Ann Mason, Professor of the Graduate School and Faculty Codirector of the Berkeley Law Center on Law and Social Policy at the University of California at Berkeley, and the Association for Women in Science.

The program is ideal for:

Department heads

Deans

Academic affairs

EEO/AA officers

About the Presenter: Joan C. Williams is a Distinguished Professor of Law and the founding director of the Center for WorkLife Law at the University of California Hastings College of the Law. She is the author of Unbending Gender: Why Family and Work Conflict and What to Do About It (Oxford University Press, 2000) and What Works for Women at Work: Four Patterns Every Woman Should Know (forthcoming NYU Press, 2014) with her daughter, Rachel Dempsey.

Rick Davis, associate provost for undergraduate education at George Mason University, discusses the common misconceptions parents and students have about general education, the dangers of leaving these questions and doubts unanswered or unchallenged, and how to answer – or defuse -- the “will it help me/my son or daughter get a job?” questions.

Defusing common misconceptions about general education with Rick Davis, Associate Provost for Undergraduate Education at George Mason University

In these economically challenging, high unemployment times, many colleges are reporting that students, prospective students and parents are particularly worried about finding jobs after graduation. And in many cases, this understandable interest is translating into skepticism about liberal education and a desire for the most career-oriented programs possible.

Rick Davis, Associate Provost for Undergraduate Education at George Mason University, discusses the common misconceptions parents and students have about general education, the dangers of leaving these questions and doubts unanswered or unchallenged, and how to answer – or defuse -- the “will it help me/my son or daughter get a job?” questions.

Among the topics covered:

The questions and doubts parents and students have about a liberal education.

The common misconceptions parents and students have about general education.

The dangers of leaving these questions and doubts unanswered or unchallenged.

How to answer – or defuse -- the “will it help me/my son or daughter get a job?” questions.

How to talk about general education at all kinds of colleges, including those where many students do enroll with specific career goals.

Over the past two year, colleges and universities have faced unprecedented scrutiny and criticism of the institutional response to sexual assaults – from their own students, the public, the courts, and the Department of Education, including the Department of Justice and the Office for Civil Rights. Understanding Title IX and Clery – and how to achieve – effective implementation has become a daily topic of conversation on many campuses.

Our presenters, Gina Smith and Leslie Gomez, trace the impetus for this “paradigm shift” to the April 4, 2011 “Dear Colleague” letter, the media blitz surrounding Jerry Sandusky’s predatory behavior, the subsequent criminal prosecution of campus administrators for failing to report suspected abuse, the courage of complainants to publicly share their accounts and the proliferation of information through social media. Colleges and universities also face continually evolving federal guidance, most recently in the form of the Campus SaVE Act, “Dear Colleague” Letters on retaliation and pregnancy, and sweeping voluntary resolution agreements.

On Thursday, August 15 at 2 p.m. Eastern, Inside Higher Ed presents a webinar featuring Smith and Gomez – former sex crimes prosecutors and educators who dedicate their law practice to the institutional response to sexual misconduct. Smith and Gomez will address:

The regulatory framework: Title IX, the April 4, 2011 Dear Colleague Letter, Clery and the Campus SaVE Act.

The unique dynamics of sexual assault and how they impact practices on campuses.

The “confidentiality conundrum”: understanding how to balance a complainant’s wishes with the college’s obligation to provide a safe and secure campus free from sexual harassment and misconduct.

Practical advice on developing effective policies and procedures.

Common issues colleges face in structure: role of the Title IX Coordinator, separating support from investigation; choosing investigative and adjudicative models.

Understanding “reporting” on college campuses.

Coordination with law enforcement, including an understanding of the role of the college versus the role of local law enforcement.

The webinar costs $199 and will consist of a 30-minute presentation and a 30-minute question period. There is no conference call required for this event -- the entire presentation, including audio, is delivered via the web. You may gather as many colleagues as you like to view the webinar via one monitor, but only one login per registration will be allowed. This event will be captioned for the deaf and hard of hearing by SpeechText Access.

ABOUT THE PRESENTERS

Leslie Gomez and Gina Smith are partners in the law firm of Pepper Hamilton LLP, where they represent colleges on issues related to Title IX and a range of other policies that relate to sexual misconduct in higher education, including FERPA, HIPPA and the Clery Act. Gomez and Smith are frequent presenters at higher education conferences and regularly speak with campus constituents across the country.

Smith and Gomez represent dozens of colleges and universities across the country. Their goal: to help institutions look beyond compliance to implement effective practices that treat community members with compassion and care, are rooted in an informed and educated perspective, and engender trust in an institution’s policies and procedures. Smith and Gomez assist schools in implementing a coordinated and integrated approach that has the potential to change culture on college campuses by fostering increased reporting and providing equitable outcomes that can be respected and accepted.

Numerous surveys and reports have documented that far too many college students either fail or become bored with science and technology courses, abandoning plans to major in STEM fields. On Tuesday, March 19 at 3 p.m. Eastern, Inside Higher Ed presented a webinar with Steven Benton of The IDEA Center who explored the relationship between teaching methods and learning objectives in STEM education. The idea behind this analysis is that the right approach to learning objectives and teaching methods could lead to meaningful improvements in STEM education. Among the topics to be covered:

• Which learning objectives are emphasized in STEM classes?

• How much learning are students reporting on those learning objectives?

• Which teaching methods might be employed to support greater student learning?

• What are student and course characteristics in STEM courses?

• How can this analysis be used to improve the success and learning of students enrolled in STEM courses?

The webinar is ideal for:

--Academic affairs

--Deans

--Student affairs

--STEM faculty and department chairs

--Academic advising

--Teaching and learning center staff members

PRESENTER: Steve Benton is senior research officer at the IDEA Center , where he designs and conducts reliability and validity studies. Steve is a fellow in the American Psychological Association and American Educational Research Association, as well as an emeritus professor of special education, counseling, and student affairs at Kansas State University. He serves on the editorial boards of The International Higher Education Teaching and Learning Review, The Journal of Psychology: Interdisciplinary and Applied, Contemporary Educational Psychology and Educational Psychology.

Roger McHaney, author of The New Digital Shoreline: How Web 2.0 and Millennials Are Revolutionizing Higher Education, reviews the specific changes in technology that have the greatest impact on college education today, as well as the impact for colleges of enrolling students who are more tech-savvy than ever before.

Technology and demographics are both leading to dramatic changes in higher education. In this audio conference, the author of The New Digital Shoreline: How Web 2.0 and Millennials Are Revolutionizing Higher Education, discusses how these changes are forcing colleges to change. Roger McHaney reviews the specific changes in technology that have the greatest impact on college education today, as well as the impact for colleges of enrolling students who are more tech-savvy than ever before.

Among the topics covered:

What today’s students know well (and what they don’t) with regard to technology.

The technologies most important to students.

How to tell the difference between today’s fad and a significant shift in student behavior and expectations.

The impact of social media.

The challenges and potential of teaching in the new environment.

The way institutions can examine whether their educational and extracurricular programming is appropriately designed for this new era.

People don’t become academics because they aspire to be department chairs, but every department needs one – and perhaps never more than in these economically challenging times. Many chairs complain that they receive no training and no support – even as senior administrators frequently fault chairs for not doing enough.

On Wednesday, November 28 at 1 p.m. Eastern Inside Higher Ed presented Supporting Department Chairs, a one-hour webinar focused not on blaming chairs, but on supporting them. Experts from The IDEA Center, which provides a range of training and evaluation programs for chairs, will explain:

An overview of how to provide support for chairs.

How to guide chairs in evaluating faculty performance.

How to help chairs learn to deal with conflict and difficult personalities in their departments.

This program is ideal for:

--Chairs

--Provosts

--Deans

--Human Resources officials

--Academic affairs

--Faculty members who might want to become chairs

PRESENTERS:

Ken Ryalls is president of the IDEA Center, a nonprofit organization dedicated to the support of teaching and learning in higher education. He has has served as program director, department chair, and division chair at College of Saint Mary, in Nebraska, and stepped into the role of chief academic officer in 2004 as vice president for academic affairs at Nebraska Methodist College. After almost eight years in the role of CAO, Ken assumed the IDEA Center presidency in 2012.

Mary Lou Higgerson is vice president for academic affairs emeritus at Baldwin Wallace University. Since 1990, she has taught on a variety of leadership communication topics for the American Council on Education in national and campus leadership seminars offered through the Center for Leadership Development. Higgerson has authored Communication Skills for Department Chairs, co-authored Effective Leadership Communication: A Survival Guide for Department Chairs and College Deans , co-authored The Administrative Portfolio: Practical Guide to Improved Administrative Performance and Personnel Decisions , and co-authored Complexities of Higher Education Administration: Case Studies and Issues . She is the board chair of the IDEA Center.

Steve Benton is senior research officer at the IDEA Center , where he designs and conducts reliability and validity studies. Steve is a fellow in the American Psychological Association and American Educational Research Association, as well as an emeritus professor of special education, counseling, and student affairs at Kansas State University. He serves on the editorial boards of The International Higher Education Teaching and Learning Review, The Journal of Psychology: Interdisciplinary and Applied, Contemporary Educational Psychology and Educational Psychology Review.

Andy Chan, vice president for personal and career development at Wake Forest University and organizer of the recent conference “Rethinking Success: From the Liberal Arts to Careers in the 21st Century,” discusses why and how colleges are rethinking the role of career services and career centers.

As the economic downturn drags on, new college graduates continue to face a tough job market. And prospective college students (not to mention their parents) are increasingly looking at how colleges actually prepare students for careers. While some colleges have long embraced this mission, other colleges worry about the impact on traditional liberal arts orientations – even as they also worry about being attractive and relevant to students. This webinar explores why and how colleges are rethinking the role of career services and career centers.

Andy Chan, vice president for personal and career development at Wake Forest University and organizer of the recent conference “Rethinking Success: From the Liberal Arts to Careers in the 21st Century,” offers a presentation that covers, among other topics:

Why career centers are increasingly important in attracting prospective students and assuring their parents, as well as insuring successful outcomes at graduation.

The importance of career development at institutions where some or all students are in liberal arts programs.

The role of academic programs and faculty related to careers (for students in a range of fields).

How career development should be revamped given the current economy.

Future directions for career development in higher education.

This program is ideal for professionals in:

Student affairs

Admissions

Academic affairs

Career services

The entire program lasts one hour.

ABOUT THE PRESENTER:

Andy Chan became vice president for personal and career development at Wake Forest University in 2009. Chan was previously assistant dean and director of the MBA Career Management Center at Stanford University’s Graduate School of Business. Before joining Stanford, Chan served as president and CEO of eProNet, an online recruiting and career network based on relationships with university alumni associations. Earlier, he was president and CEO of MindSteps, a corporate education software start-up. Chan earned his B.A. and M.B.A. at Stanford University.

Not a week goes by that there is not news on this website and elsewhere about tension and conflict between faculty members and administrators. Does it have to be this way?

On Tuesday, July 1 at 1 p.m. Eastern, Inside Higher Ed presented Working Well with Faculty, a webinar featuring Susan Christy, author of Working Effectively with Faculty: Guidebook for Higher Education Staff and Managers. The presentation explored how administrators can improve their relationships with faculty members-- and why this matters.

Among the topics discussed:

Best practices for administrators to communicate and collaborate with faculty (learned from thousands of administrators and faculty members in dozens of colleges and universities across the country).

How differences in administrator and faculty mindsets, priorities, work styles, and reward systems can sometimes put them at cross-purposes.

The major gripes faculty and administrators have -- and their misconceptions about the other.

How to build a team attitude.

How to tackle tough issues on which not everyone will agree.

How to do all of this in an era of tight budgets.

This webinar is ideal for:

Academic affairs

Deans

Senior administrators

Faculty chairs

Faculty leaders

For About the Presenter: Susan Christy is an author and consultant who has focused her career on helping college and university administrators, staff, and faculty create the best in education, research, and organizational effectiveness. She is the author of Working Effectively with Faculty: Guidebook for Higher Education Staff and Managers. She has been a tenured psychology professor, consultant to higher education, author, researcher, business owner, corporate vice president, and TV talk show host.

PAST WEBINARS

Join Inside Higher Ed editor Scott Jaschik and Robert Sternberg, provost at Oklahoma State -- formerly dean at Tufts University and on the faculty at Yale -- for a review of the results of Inside Higher Ed's 2013 Survey of College and University Chief Academic Officers.

Join Inside Higher Ed editor Doug Lederman, along with Sabrina Ellis -- CHRO at George Washington University -- for a review of the findings of our 2013 Survey of College and University Human Resources Officers.

Speakers share their experiences of why innovation and collaboration are so important to student success and why the emergence of particular spaces designed with this in mind are making way for a more progressive and engaged type of learning.

Academic Partnerships presents Game Elements for Learning, a free webinar with Dr. Gerol Petruzella of the Massachusetts College of Liberal Arts on his experience designing and teaching a philosophy course via a roleplaying game.

In this webinar, Michelle Pacansky-Brock shares examples of what students identify as valuable characteristics of a "humanized" online class and identifies key tips and strategies for harnessing the potential of emerging technologies to make your online class personal, meaningful, and memorable. Presented by Academic Partnerships Faculty eCommons.